●1 Which of the following statements describes the difference between endothermic and exothermic chemical reactions?
A. Energy is absorbed in endothermic reactions but is released in exothermic reactions.
B. Energy is conserved in endothermic reactions but is not conserved in exothermic reactions.
C. Endothermic reactions involve changes in the nucleus of an atom, but exothermic reactions do not involve changes in the nucleus.
D. Endothermic reactions occur when electrons are shared between atoms, but exothermic reactions occur
when electrons are transferred between atoms.
Objective- Endo & Exothermic reactions MA Standard- Chemistry : 6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.
●12 Which of the following statements best describes what happens to water during evaporation?
A. The temperature of the water increases until the water molecules react with nitrogen in the air.
B. Water molecules on the surface overcome intermolecular forces and change into the gas phase.
C. Water molecules on the surface come in contact with air molecules and are pulled into the gas phase.
D. The temperature of the water increases until the water molecules separate and form oxygen and hydrogen gas.
Objective- Evaporation & molecules
MA Standard Chemistry: 6.3 Using the kinetic molecular theory, describe and contrast the properties of gases, liquids, and solids. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.
●37 When a cup of hot chocolate cools from 90°C to 80°C, which of the following is happening to the molecules of the
liquid?
A. Their rate of motion is decreasing.
B. Their valence electrons are being lost.
C. Their positions are becoming fixed in crystals.
D. Their average distance from adjacent molecules is increasing.
Objective- Cooling effect on molecules
MA Standard - Chemistry 6.4 Describe the law of conservation of energy. Explain the difference between an endothermicprocess and an exothermic process.
The MA standards 6.3 & 4 are covered within the unit on Thermochemistry.. We teach the relationship of phase changes and heat through heating/cooling curves (temperature versus heat). The concepts of exothermic and endothermic are taught after defining what system and surroundings are, and the first law of thermodynamics. Both items have a laboratory activity attached to each. Students plot the heating curve and cooling curve for a large hydrocarbon and the second experiment is measuring the heat of reactions (added to Hess' Law) in a constant pressure calorimeter.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
From Workshop 2 - Curriculum mapping for Thermochemistry standard 6.4 _ Conservation of energy exothermic vs. endothermic
The concepts of exothermic and endothermic are taught after defining what system and surroundings are, and the first law of thermodynamics (conservation of energy). The laboratory activity attached is an experiment about measuring the heat of reactions in a constant pressure calorimeter. What type of activity is it? How would you incorporate online technologies into this, or other, activities? Goal- Understand the difference between endothermic and exothermic processes Conceptual Knowledge Activities
Activity Type
Brief description
Possible Technologies
Leading questions
Building up vocabulary
Student research information from online resources on the definition of exothermic and endothermic.
1. Students make measurements: mass, volume and temperature. 2. Students run at least three trials per reaction. 3. Students could video record the entire procedure for future revision.
Electronic scale, digital thermometer, Webcam, digital/video cameras,
Record Data
Recording data collected on notepad, notebook, or video recording
Spreadsheet.
Results
Students do calculations and record results
Scientific calculators, spreadsheet.
Knowledge expression – Report of Calorimetry experiment
Activity Type
Brief Description
Possible technologies
Write a lab report
Students write a lab report, that includes introduction, goal, safety procedures, material & equipment, experimental procedure followed, data tables, results tables, analysis of results and conclusion.
Word processing software, spreadsheet software, digital picture download
Stage 1 Activity: Objective: Demonstrate the difference between exothermic vs. endothermic
Activity type: Heat of reactions Laboratory experiment
Instructions:
1. Research online the meaning of exothermic and endothermic 2. Set up a constant pressure calorimeter (coffee cup calorimeter) 3. measure the two reactants and the change in temperature upon mixing in the calorimeter. 4. Record all data
5. Write a complete laboratory report.
Classroom materials: Lab materials: 3 - 8 fl-oz Styrofoam cups (cut one to use as lid); themometer; 2- 100 ml graduated cylinder Lab Reagents: 100 mL of 0.1 M HCl aqueus solution; 100 mL of 0.1 M NaOH aqueous solution Laptop with internet access.
dscott
Hi! I found your page and looked over your activity which is very clear and descriptive. My only comment at this point is that it looks like it would more than 10 mins. I am impressed by the work you put into 4.3d assignment. It looks like you have many good on-line resources to help students grasp these concepts. I remember some of the chem concepts being very hard to grasp as a teenager. This is where the internet is so helpful with visuals.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Hi Esther - I received the following when I tried to access your quiz --I think I fixed it , please see below :-) Esther
Web2.0 Basic- Quizzlet Thermodynamics
Activity 5.3 a - Post web 2.0 assessment
Background - my students already have and need to review the items listed below.
Review from notes, lecture power points and lab reports before taking the quiz.
Definition of energy as internal energy E
E = Q + W (measured from the system point of view)
Definition of work (W) & heat(Q)
Definition of system and surroundings
Definition of exothermic and endothermic process.
Definition of thermal equilibrium
Calculations
a. Unit temperature conversions
b. Unit energy conversions
c. Amount of heat transfer Q = mcDT
Definition of enthalpy and calculations for enthalpy of formation and enthalpy of reaction.
Laboratory technique- Use of a constant pressure calorimeter
Plot heating/cooling curves
2. Web 2.0 tool used: Classmarker
3. Directions: How to take the online quiz
Go to our class wikki, and scroll down to find the subtitle: Thermodynamics Quiz
Click on the Classmarker link for the quiz.
Once there, answer the questions on the first page – you will be asked about your course name and block as well as the date.
Going into the next page you’ll start taking the quiz. Follow the directions given. Be aware that you will have only one chance to take the quiz. All the questions must be answered from beginning to end without stopping. There is no restart capability on the file. Set aside at least 30 minutes for it.
You will get your grade via e-mail only. A 65% of correct answers is a passing grade.
(Note: To allow everyone here to give it a try you can reload the quiz by right click "reload")
Workshop 6 - Scientific Investigations
Workshop # 6 Energy Course • What is the title of the first photo? Noche de luna, Moonlight • Where was the photo taken? • It appears to be at night, full moon night, taken on April 29, 2007 Medellin, Antioquia, COlombia • How did Edutopia find this photograph? At Flicrker photostream • Propose one hypothesis on how Edutopia discovered the photo based on your understanding of Web 2.0. The article begins talking about Halloween, so the photo had to be related to it. The photo chosen is of a scene at night with a full moon and a craw seating on a tree. It makes you think it is a creepy nighttime.
Part 3: Investigating Science Understanding -- Create an Activity Cube Black Box Investigation Title- Introduction to Thermochemistry Objective- The following activity will introduce you to the type of energy that you will be working with throughout the thermochemistry unit. You will be able to define this type of energy in your own words using the clues on the box.
Materials
Cardboard template 1 pair of scissors 1 glue stick Laboratory notebook Pen or pencil
Safety Scissors are sharp instruments. Never point with scissors. If you are to handle them to another person pick up the scissors from the blades and point the handles to the other person to pick it up. . Procedure (Task) 1. Work in groups of 2. 2. Cut out the box template and glue it together following the directions given 3. Using the words given on the box, come up with a definition for a type of energy. 4. Write it down in your lab notebook. 5. Participate in the class discussion.
Assessment- There is two parts to the assessment for this activity, see rubric below
Title
Directions
Percent weight
Part 1
Vocabulary
Complete the vocabulary for : Prefix “exo” Prefix “endo” Flow Capacity Extensive (property of matter) Intensive(property of matter)
25%
Part 2
Black box investigation
Group notes- must include questions and all observations made based on the clues given.
25 %
Discussion /participation
1. Putting the box together
5%
2. Sharing vocabulary notes
10%
3. Contributing to the final statement
10%
Group Final Statement (Definition of type of energy)
25%
Make sure that you will be able to support your group’s statement during the class discussion
Part 6.5: Inquiry-Based Investigation (Stage 2 Activity)
Investigation: How Hot is the Water?1
( 1R.D. Bauer; J.P. Birk,and D.J.Sawyer; Laboratory Inquiry in Chemistry, 2005 Brooks & Cole) · Introduction
All physical processes are accompanied by changes in energy, often in the form of heat. Changes in energy are guided by the first Law of Thermodynamics. You will use the Law to solve a problem stated under the “Task” heading
Objective(s) – As you complete the investigation you will:
1. Apply the principles of thermochemistry to solve the problem. 2. Design two alternative approaches to solving the problem. 3. Report your results.
Standard – High School Chemistry MA curriculum standard
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.
Task – Problem to solve
Suppose you have been put on a technical service team to help your company’s customers with your product line. One customer recently returned the coffee pot you manufacture, claiming that the temperature of the water is not hot enough to brew coffee. Your team must measure the temperature of the water inside the pot. Unfortunately, the only thermometer you have available to you has no marks above 40 0C. Using only this thermometer and other materials in the lab (except for another thermometer) device and carry out methods to determine the temperature of the water inside the pot.
Materials
Coffee pot, 40 0C thermometer, Styrofoam cups, stirrers, 100 mL graduate cylinders, 50 mL –buret, 25 mL –pipet, or other volume measuring devices.; balances. Reagents Ice, cold water or at least at room temperature, samples of metals, or other supplies by request.
Procedure
1. This assignment must be work in groups of two to four students. 2. Review the background information you will need regarding the first law of thermodynamics, and calorimetry calculation on the Prezi’s documents below. Example of Heating Calculations in Prezi format http://prezi.com/c_l86-bir6gs/?utm_campaign=share&utm_medium=copy&rc=ex0share Heating & Cooling Curves http://prezi.com/m8c7pd4m0kav/?utm_campaign=share&utm_medium=copy&rc=ex0share 3. Checking for Understanding before doing the experiment. a. Answer the question: Are heat and temperature the same? b. Watch the short video below Misconceptions about heat & temperature
http://youtu.be/vqDbMEdLiCs c. Answer the question again: Are heat and temperature the same thing? Explain in your own words. 4. Getting Started with your hands-on section of your investigation Design an experiment that will allow you to determine the temperature of the water in the pot with a 40 0C thermometer as you temperature measuring device. Make sure your design takes into account possible heat loss due to unsealed containers. Consider running at least three trials to make a good evaluation of your results. Include heating/cooling curve data if you have time (report using Excel)
Safety Wear safety goggles at all times during experimentation Wear hot pads to handle hot containers. Data Sheet- Turn in one data sheet per group.
Assessment
In Class
Data sheet & graph
45%
Homework
Lab Report in Glogster mode
55%
Homework- Glogster (open an account if you do not have one, use the free option)
Construct a Glogster as a lab report, give it an original title
It must show the following · 10% -Background information – concepts you will base your investigation on. · 5 % -Materials and equipment used · 5% - Safety guidelines · 5% - Short video showing the procedure · 5% - Heating curve plot if you use one explained in detail (use example as a guide) · 5% - Equations that you use to do the calculations · 10% - Calculations · 5 % - Results of your investigation. · 5% - Suggest an alternative way to solve the problem.
Workshop 7 - Lesson Plan
Thermochemistry- 10th grade Chemistry by E. Hines State Standards
I. Content Standards 6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process. II. Scientific Inquiry Skills Standards SIS1. Make observations, raise questions, and formulate hypotheses. SIS2. Design and conduct scientific investigations. SIS3. Analyze and interpret results of scientific investigations. SIS4. Communicate and apply the results of scientific investigations. III. Mathematical Skills Students should have the opportunity to apply: · Construct and use tables and graphs to interpret data sets. · Solve simple algebraic expressions · Measure with accuracy and precision (e.g., length, volume, mass, temperature, time) · Convert within a unit · Use common prefixes such as milli-, centi-, and kilo-. · Use scientific notation, where appropriate. · Determine the correct number of significant figures. · Determine percent error from experimental and accepted values. · Use appropriate metric/standard international (SI) units of measurement for mass (g); length (cm); and time (s). · Use the Celsius and Kelvin scales. Essential Questions 1. 1. How is energy conserved in a chemical or a physical process? 2. 2. How can you determine the amount of energy absorbed or released in a chemical or physical process? Guiding Questions How can you calculate the heat of reaction when it cannot be directly measured? Introduction Magnesium metal burns with a bright, extremely hot flame to produce magnesium oxide, as you have observed in the laboratory. Just to refresh your mind take a look at the video clip of this reaction below.
Warm-Up questions: What type of energy/energies do you think are present during the reaction? Can you measure any of them? If so how would you measure them? Would you have any safety concerns?
Task Using what we have learned so far in Thermochemistry, specifically your knowledge about enthalpy as state function, and the first law of thermodynamics you will measure the enthalpy for the reaction of magnesium metal and oxygen gas (from the air). The heat of reactions for magnesium metal and hydrochloric acid and magnesium oxide with hydrochloric acid are the two reactions you will use to accomplish this. Both are exothermic reactions that will allow you to measure their heat of reaction in a constant pressure calorimeter. Process · You will be working with your lab partner. · Follow the steps described in the “MgO Heat of Reaction Lab” (Word document under Resources) Please make sure to follow the laboratory safety procedures closely. I will be in the laboratory monitoring your progress and to collect the data sheet at the end of the lab. · You will have a choice to take photos of your experiment or videotape it for the lab report. · Once you have completed the hands-on section you will present your findings by writing a lab report. See link
· You will also present a summary of your work in a Prezi format in class. Your Prezi on Hess' Law should contain the following
Lab Section
% of Total Grade
Purpose
5
Materials & Equipment (what would did you use to do the experiment)
5
Laboratory Safety
5
Video clip of procedure or pictures, and or a diagram
15
Heating Curve plot
5
Heat vs. Number of moles plot (optional)
+5 extra credit
Example of enthalpy of reaction calculation
10
Hess Law calculation to find enthalpy of reaction for MgO
10
Percent error
5
Lab Report
40
Total
100%
· Complete the Lesson Check as homework (See below) · Practice for the quiz on Hess’ Law Online. Conclusion The big idea of conservation of energy in a physical or chemical process should be very evident to students at the end of the lesson/lab. The heat flow can be measured between a system and surroundings. They have observed that energy in the form of heat can be released or absorbed, exothermic or endothermic. The heat flow at constant pressure can be measured using a “coffee cup” calorimeter, and that heat of reactions can also be measured using the known heats of reaction of two or more thermochemical equations or by using standard heats of formation.
Assessment The assessment of my students at this stage will include. · Lab Report (see rubric below, word document) · Oral Presentation Summary (Prezi) · Lesson Check.(quizzlet)
· Hess’ Law Quiz (classmarker), with a 65% correctly answered is consider a passing grade.
All the students work will be assess following Billerica Memorial High School Expectations for Learning rubrics, along with the specified grading rubric already stated above.
Resources 1. Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006 2. Definition of temperature and heat- Link http://youtu.be/vqDbMEdLiCs 3. Link to Lecture notes in Thermochemistry (Word document & power point)
Workshop Wiki Page - Esther Hines
http://chemhines.sciencecommunity.wikispaces.net/Workshop 2 - MCAS Assessments & Curriculum Mapping
MCAS Questions 1, 12 & 37
●1 Which of the following statements describes the difference between endothermic and exothermic chemical reactions?
A. Energy is absorbed in endothermic reactions but is released in exothermic reactions.
B. Energy is conserved in endothermic reactions but is not conserved in exothermic reactions.
C. Endothermic reactions involve changes in the nucleus of an atom, but exothermic reactions do not involve changes in the nucleus.
D. Endothermic reactions occur when electrons are shared between atoms, but exothermic reactions occur
when electrons are transferred between atoms.
Objective- Endo & Exothermic reactions
MA Standard- Chemistry :
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.
●12 Which of the following statements best describes what happens to water during evaporation?
A. The temperature of the water increases until the water molecules react with nitrogen in the air.
B. Water molecules on the surface overcome intermolecular forces and change into the gas phase.
C. Water molecules on the surface come in contact with air molecules and are pulled into the gas phase.
D. The temperature of the water increases until the water molecules separate and form oxygen and hydrogen gas.
Objective- Evaporation & molecules
MA Standard Chemistry:
6.3 Using the kinetic molecular theory, describe and contrast the properties of gases, liquids, and solids. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.
●37 When a cup of hot chocolate cools from 90°C to 80°C, which of the following is happening to the molecules of the
liquid?
A. Their rate of motion is decreasing.
B. Their valence electrons are being lost.
C. Their positions are becoming fixed in crystals.
D. Their average distance from adjacent molecules is increasing.
Objective- Cooling effect on molecules
MA Standard - Chemistry
6.4 Describe the law of conservation of energy. Explain the difference between an endothermicprocess and an exothermic process.
The MA standards 6.3 & 4 are covered within the unit on Thermochemistry.. We teach the relationship of phase changes and heat through heating/cooling curves (temperature versus heat). The concepts of exothermic and endothermic are taught after defining what system and surroundings are, and the first law of thermodynamics. Both items have a laboratory activity attached to each. Students plot the heating curve and cooling curve for a large hydrocarbon and the second experiment is measuring the heat of reactions (added to Hess' Law) in a constant pressure calorimeter.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
From Workshop 2 - Curriculum mapping for Thermochemistry standard 6.4 _ Conservation of energy exothermic vs. endothermic
The concepts of exothermic and endothermic are taught after defining what system and surroundings are, and the first law of thermodynamics (conservation of energy). The laboratory activity attached is an experiment about measuring the heat of reactions in a constant pressure calorimeter.
What type of activity is it? How would you incorporate online technologies into this, or other, activities?
Goal- Understand the difference between endothermic and exothermic processes
Conceptual Knowledge Activities
Building up vocabulary
http://youtu.be/yvyHVA1Ww_M
Exothermic reaction, endothermic reaction
Procedural Knowledge Activities- Laboratory experiment Calorimetry at constant pressure
http://youtu.be/EAgbknIDKNo
2. Students run at least three trials per reaction.
3. Students could video record the entire procedure for future revision.
List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Conservation of energy
Specific heat of a substance with a (constant pressure) calorimeter
States of Matter
Stage 1 Activity:
Objective: Demonstrate the difference between exothermic vs. endothermic
Activity type: Heat of reactions Laboratory experiment
Instructions:
1. Research online the meaning of exothermic and endothermic
2. Set up a constant pressure calorimeter (coffee cup calorimeter)
3. measure the two reactants and the change in temperature upon mixing in the calorimeter.
4. Record all data
5. Write a complete laboratory report.
Online component:
Research:
http://youtu.be/yvyHVA1Ww_M
Experiment's equipment Set-up
http://youtu.be/EAgbknIDKNo
Classroom materials:
Lab materials: 3 - 8 fl-oz Styrofoam cups (cut one to use as lid); themometer; 2- 100 ml graduated cylinder
Lab Reagents: 100 mL of 0.1 M HCl aqueus solution; 100 mL of 0.1 M NaOH aqueous solution
Laptop with internet access.
Assessment:
Practice online quiz
http://highered.mcgraw-hill.com/sites/0070938539/student_view0/chapter17/study_quiz_1.html
Live quiz
In class quiz, bring a scientific calculator.
Colleague's Response:
Please post your comments here
< Thank you >
dscottHi! I found your page and looked over your activity which is very clear and descriptive. My only comment at this point is that it looks like it would more than 10 mins. I am impressed by the work you put into 4.3d assignment. It looks like you have many good on-line resources to help students grasp these concepts. I remember some of the chem concepts being very hard to grasp as a teenager. This is where the internet is so helpful with visuals.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Activity 5.1 c - LInk to Students Tech Surveyhttp://www.surveymonkey.com/s/2011StudentTechSurvey
Hi Esther - I received the following when I tried to access your quiz --I think I fixed it , please see below :-) Esther
Web2.0 Basic- Quizzlet Thermodynamics
Activity 5.3 a - Post web 2.0 assessment
- Background - my students already have and need to review the items listed below.
Review from notes, lecture power points and lab reports before taking the quiz.- Definition of energy as internal energy E
E = Q + W (measured from the system point of view)- Definition of work (W) & heat(Q)
- Definition of system and surroundings
- Definition of exothermic and endothermic process.
- Definition of thermal equilibrium
- Calculations
a. Unit temperature conversionsb. Unit energy conversions
c. Amount of heat transfer Q = mcDT
2. Web 2.0 tool used: Classmarker
3. Directions: How to take the online quiz
- Go to our class wikki, and scroll down to find the subtitle: Thermodynamics Quiz
- Click on the Classmarker link for the quiz.
- Once there, answer the questions on the first page – you will be asked about your course name and block as well as the date.
- Going into the next page you’ll start taking the quiz. Follow the directions given. Be aware that you will have only one chance to take the quiz. All the questions must be answered from beginning to end without stopping. There is no restart capability on the file. Set aside at least 30 minutes for it.
You will get your grade via e-mail only. A 65% of correct answers is a passing grade.(Note: To allow everyone here to give it a try you can reload the quiz by right click "reload")
Workshop 6 - Scientific Investigations
Workshop # 6 Energy Course • What is the title of the first photo? Noche de luna, Moonlight • Where was the photo taken? • It appears to be at night, full moon night, taken on April 29, 2007 Medellin, Antioquia, COlombia • How did Edutopia find this photograph? At Flicrker photostream • Propose one hypothesis on how Edutopia discovered the photo based on your understanding of Web 2.0. The article begins talking about Halloween, so the photo had to be related to it. The photo chosen is of a scene at night with a full moon and a craw seating on a tree. It makes you think it is a creepy nighttime.
Part 3: Investigating Science Understanding -- Create an Activity Cube Black Box Investigation
Title- Introduction to Thermochemistry
Objective- The following activity will introduce you to the type of energy that you will be working with throughout the thermochemistry unit. You will be able to define this type of energy in your own words using the clues on the box.
Materials
Cardboard template
1 pair of scissors
1 glue stick
Laboratory notebook
Pen or pencil
Safety
Scissors are sharp instruments. Never point with scissors. If you are to handle them to another person pick up the scissors from the blades and point the handles to the other person to pick it up.
.
Procedure (Task)
1. Work in groups of 2.
2. Cut out the box template and glue it together following the directions given
3. Using the words given on the box, come up with a definition for a type of energy.
4. Write it down in your lab notebook.
5. Participate in the class discussion.
Assessment- There is two parts to the assessment for this activity, see rubric below
Prefix “exo”
Prefix “endo”
Flow
Capacity
Extensive (property of matter)
Intensive(property of matter)
Black Box Template
Part 6.5: Inquiry-Based Investigation (Stage 2 Activity)
Investigation: How Hot is the Water?1
( 1R.D. Bauer; J.P. Birk,and D.J.Sawyer; Laboratory Inquiry in Chemistry, 2005 Brooks & Cole)
· Introduction
All physical processes are accompanied by changes in energy, often in the form of heat. Changes in energy are guided by the first Law of Thermodynamics. You will use the Law to solve a problem stated under the “Task” heading
- Objective(s) – As you complete the investigation you will:
1. Apply the principles of thermochemistry to solve the problem.2. Design two alternative approaches to solving the problem.
3. Report your results.
- Standard – High School Chemistry MA curriculum standard
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.- Task – Problem to solve
Suppose you have been put on a technical service team to help your company’s customers with your product line. One customer recently returned the coffee pot you manufacture, claiming that the temperature of the water is not hot enough to brew coffee. Your team must measure the temperature of the water inside the pot. Unfortunately, the only thermometer you have available to you has no marks above 40 0C. Using only this thermometer and other materials in the lab (except for another thermometer) device and carry out methods to determine the temperature of the water inside the pot.- Materials
Coffee pot, 40 0C thermometer, Styrofoam cups, stirrers, 100 mL graduate cylinders, 50 mL –buret, 25 mL –pipet, or other volume measuring devices.; balances.Reagents
Ice, cold water or at least at room temperature, samples of metals, or other supplies by request.
- Procedure
1. This assignment must be work in groups of two to four students.2. Review the background information you will need regarding the first law of thermodynamics, and calorimetry calculation on the Prezi’s documents below.
Example of Heating Calculations in Prezi format
http://prezi.com/c_l86-bir6gs/?utm_campaign=share&utm_medium=copy&rc=ex0share
Heating & Cooling Curves
http://prezi.com/m8c7pd4m0kav/?utm_campaign=share&utm_medium=copy&rc=ex0share
3. Checking for Understanding before doing the experiment.
a. Answer the question: Are heat and temperature the same?
b. Watch the short video below
Misconceptions about heat & temperature
http://youtu.be/vqDbMEdLiCs
c. Answer the question again: Are heat and temperature the same thing? Explain in your own words.
4. Getting Started with your hands-on section of your investigation
Design an experiment that will allow you to determine the temperature of the water in the pot with a 40 0C thermometer as you temperature measuring device.
Make sure your design takes into account possible heat loss due to unsealed containers.
Consider running at least three trials to make a good evaluation of your results. Include heating/cooling curve data if you have time (report using Excel)
Safety
Wear safety goggles at all times during experimentation
Wear hot pads to handle hot containers.
Data Sheet- Turn in one data sheet per group.
Construct a Glogster as a lab report, give it an original title
It must show the following
· 10% -Background information – concepts you will base your investigation on.
· 5 % -Materials and equipment used
· 5% - Safety guidelines
· 5% - Short video showing the procedure
· 5% - Heating curve plot if you use one explained in detail (use example as a guide)
· 5% - Equations that you use to do the calculations
· 10% - Calculations
· 5 % - Results of your investigation.
· 5% - Suggest an alternative way to solve the problem.
Workshop 7 - Lesson Plan
Thermochemistry- 10th grade Chemistry by E. HinesState Standards
I. Content Standards
6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process.
II. Scientific Inquiry Skills Standards
SIS1. Make observations, raise questions, and formulate hypotheses.
SIS2. Design and conduct scientific investigations.
SIS3. Analyze and interpret results of scientific investigations.
SIS4. Communicate and apply the results of scientific investigations.
III. Mathematical Skills
Students should have the opportunity to apply:
· Construct and use tables and graphs to interpret data sets.
· Solve simple algebraic expressions
· Measure with accuracy and precision (e.g., length, volume, mass, temperature, time)
· Convert within a unit
· Use common prefixes such as milli-, centi-, and kilo-.
· Use scientific notation, where appropriate.
· Determine the correct number of significant figures.
· Determine percent error from experimental and accepted values.
· Use appropriate metric/standard international (SI) units of measurement for mass (g); length (cm); and time (s).
· Use the Celsius and Kelvin scales.
Essential Questions
1. 1. How is energy conserved in a chemical or a physical process?
2. 2. How can you determine the amount of energy absorbed or released in a chemical or physical process?
Guiding Questions
How can you calculate the heat of reaction when it cannot be directly measured?
Introduction
Magnesium metal burns with a bright, extremely hot flame to produce magnesium oxide, as you have observed in the laboratory. Just to refresh your mind take a look at the video clip of this reaction below.
Warm-Up questions:
What type of energy/energies do you think are present during the reaction?
Can you measure any of them? If so how would you measure them?
Would you have any safety concerns?
Task
Using what we have learned so far in Thermochemistry, specifically your knowledge about enthalpy as state function, and the first law of thermodynamics you will measure the enthalpy for the reaction of magnesium metal and oxygen gas (from the air). The heat of reactions for magnesium metal and hydrochloric acid and magnesium oxide with hydrochloric acid are the two reactions you will use to accomplish this. Both are exothermic reactions that will allow you to measure their heat of reaction in a constant pressure calorimeter.
Process
· You will be working with your lab partner.
· Follow the steps described in the “MgO Heat of Reaction Lab” (Word document under Resources) Please make sure to follow the laboratory safety procedures closely. I will be in the laboratory monitoring your progress and to collect the data sheet at the end of the lab.
· You will have a choice to take photos of your experiment or videotape it for the lab report.
· Once you have completed the hands-on section you will present your findings by writing a lab report. See link
· You will also present a summary of your work in a Prezi format in class. Your Prezi on Hess' Law should contain the following
calculation
· Practice for the quiz on Hess’ Law Online.
Conclusion
The big idea of conservation of energy in a physical or chemical process should be very evident to students at the end of the lesson/lab. The heat flow can be measured between a system and surroundings. They have observed that energy in the form of heat can be released or absorbed, exothermic or endothermic. The heat flow at constant pressure can be measured using a “coffee cup” calorimeter, and that heat of reactions can also be measured using the known heats of reaction of two or more thermochemical equations or by using standard heats of formation.
Assessment
The assessment of my students at this stage will include.
· Lab Report (see rubric below, word document)
· Oral Presentation Summary (Prezi)
· Lesson Check.(quizzlet)
· Hess’ Law Quiz (classmarker), with a 65% correctly answered is consider a passing grade.
Zumdahl, K; Chemistry; 5th Edition, Houghton Mifflin, 2000
MCAS Chemistry 2011, DESE MA 2011
All the students work will be assess following Billerica Memorial High School Expectations for Learning rubrics, along with the specified grading rubric already stated above.
Resources
1. Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
2. Definition of temperature and heat- Link
http://youtu.be/vqDbMEdLiCs
3. Link to Lecture notes in Thermochemistry (Word document & power point)
4. “MgO Heat of Reaction Lab” (Word document)
5. Lab technique -Use of constant pressure calorimeter, and calculations
6. Plot heating curves
7. Hess’ law and its conventions
.
8. Tutorial on Hess’ Law Calculations
http://www.gst-d2l.com/homework/Hess.html
9. Billerica Memorial High School Learning Expectations 2012 , Standards A,B,D, & E(Word Document)
10. Rubric for assessing the written lab report (Word document)
11. Kotz & Treichel, Chemistry & Chemical Reactivity, Thomson Learning Inc., 2003
12. .Zumdahl, K; Chemistry; 5th Edition, Houghton Mifflin, 2000
13. MCAS Chemistry 2011, DESE MA 2011
Teacher Notes: